A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

International Journal of Educational Technology in Higher Education

Laurel Iverson Hitchcock¹  Todd Sage²  Melanie Sage²  Michael Lynch² 

[1] Department of Social Work, University of Alabama at Birmingham;University at Buffalo School of Social Work;

关键词: Heutagogy;    Internet Communication Technologies (ICT);    Authentic audiences;    Self-directed learning;    Assessment;    Evaluation;   

DOI  :  10.1186/s41239-021-00290-x

来源: DOAJ

【 摘 要 】

Abstract Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric.

【 授权许可】

Unknown